Author attempted to draw attention to where art education has come nationally and where it could be going in the future. (Author/RK)

A consultant tells about her experiences in helping a small college to develop and install a computer graphics program. Educators must take care when planning because, although some aspects of computer graphics may be attractive and seductive, they may not be practical for a particular situation. (RM)

This article is written by three faculty mentors involved in Transforming Education through the Arts (TETAC), a 5-year effort to help reform five public schools in Ohio by integrating the arts into the curriculum. In this article, the authors discuss how art education can play a significant role in the PK-12 curriculum; create more demanding…

The author describes how advance planning of tours, inservice, and teaching materials by school and museum educators ensured that Minneapolis teachers and students learned a great deal when the traveling museum exhibit "The Vikings" came to their city. (SJL)

Identifies three assumptions of art therapy which provide much of the rationale for the utility of art education. Stating that art is (1) a universal language which (2) enlivens the lackluster quality of life and (3) provides a heightened aesthetic sensibility, London presents these assumptions as serious alternative art education goals. (GEA)

Discusses the criticisms of discipline-based art education published in the March 1988 issue of "Art Education." Responds to the arguments of Peter London, Helen Muth, Norma K. Pittard, and Karen Hamblen. States that art education would be better served if the energy devoted to criticism was directed toward constructive ends. (GEA)

Describes a five-year curriculum assessment and development program in a Pennsylvania school district. Uses the metaphor of a baseball game to describe the project's chronology and activities. Includes a year-by-year project synopsis and evaluative comments about group dynamics and related issues. (CFR)

Describes a model for an education curriculum that includes three spheres of activities: economic activities, social activities, and spiritual-cultural activities. These activities are incorporated throughout a liberal arts and sciences curriculum. Includes a list of activities by category and a chart detailing contrasts between modernism and…